Each week in PLC meetings we discuss students, assessments, and strategies. As a PLC we are to listen and think about each comment in order to respond in an effective and intelligent way. Here are some examples from PLCs:
“My students just don’t get it!”
“When they are working with me in a small group they can answer the questions but on a test they cannot.”
“Most of the class forgot to regroup so they got number 6 wrong on the test.”
“Half of them don’t do anything at home.”
“Sixty percent of the class got at least a 3 on the last writing assessment.”
“My class did well on the test except for the ESE students, and they always score low.”
“Most of my class reads on grade level but 5 don’t speak English at home so they will never be on level.”
These are representative comments from PLC meetings. Some of these comments may be valid but a question we MUST ask is: Do they contribute to an effective PLC?
“My students just don’t get it!”
“When they are working with me in a small group they can answer the questions but on a test they cannot.”
“Most of the class forgot to regroup so they got number 6 wrong on the test.”
“Half of them don’t do anything at home.”
“Sixty percent of the class got at least a 3 on the last writing assessment.”
“My class did well on the test except for the ESE students, and they always score low.”
“Most of my class reads on grade level but 5 don’t speak English at home so they will never be on level.”
These are representative comments from PLC meetings. Some of these comments may be valid but a question we MUST ask is: Do they contribute to an effective PLC?